Level 1 matrix

[g.foster]

Greetings

The Level 1 Matrix should provide plenty of challenge for
the students with special abilities. The P1.3 draft standard
seems to include a wide range of subject material for 5
credits. Presumably the depth will provide the critical
thinking skills needed. 

It may be of some concern that the breadth of topics may
limit the intention of the curriculum to re-focus on Key
Competencies, values, etc. It is hoped that the NoS strand
for communication is not limited by the breadth of ideas
students need to learn.   
It shall depend on the final interpretation of the standard
so that we can understand the depth of the concepts.

What may be a concern is the very large difference between
Level 1 P1.3 and the Level 2 sections of work. With no
separate 'Physics' standards the more able students shall
find a good challenge to move to Level 2, but of real
concern is the possible difficulties that students of
average and lower ability may find to move to Level 2
Physics.

Physics is a relevant, exciting and very fulfilling study
for students even if they do not wish to move on to Level 3.

However it remains to be seen if the big hurdle of moving
from Level 1 to Level 2 may discourage students taking Y12
and y13 Physics. This is certainly the opposite of what we
need to happen. Perhaps P1.4 Applications of physics might
help students and teachers overcome this. 

I was wondering if there may not be some consideration
similar to B1.5 where there is some choice given to teachers
to match the learning to the students' needs in their
school?

I hope that teachers attending the consultation meetings and
replying to the survey shall keep in mind not only the
concepts coverage but, more importantly, the range of
students we need to encourage to study Physics at and beyond
Level 1 and the progression steps from L1 to L2.  Each
student group has particular needs and we need to think
about these needs, our teacher support strategies for the
students and how we might encourage students to stay with
Physics. How do we personalise learning for students when we
are 
caused to teach a wide breadth of content ? How does the new
matrix structure help us avoid, or at least minimise, being
forced to teach to the standard rather than place the
curriculum and students'needs first?   
  
All food for thought I hope? 

Graham Foster
Director of Science/HoD Physics
EGGS 

Graham Foster
Director of Science, EGGS
AMI Learned Society